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30.3 MB   |   11 pages

### PRODUCT DESCRIPTION

This activity is intended as an introductory whole group instruction with repeated practice over two weeks. I would guide students through the activity for making 2, 3, and 4 on consecutive days. I would allow 30 minutes for the first day, so students have time to cut pieces and explore making boy & girl combinations for numbers. After that I would use the remaining pages as independent practice work during math centers. Students needing extra guidance could work with the teacher during small groups rotations or interventions.

Extend the learning/assessment
After students have completed the equations on their paper they could choose and circle their favorite equation for making the number of the day and use two colors to color the winter kid pieces and glue them onto the ten frame.
e.g. 5+2=7, color 5 blue + 2 red, 5 boys + 2 girls…

Math Journals/Notebooks
Students could write “My Favorite Equation for the number 4 is 1+3 because____.” “I Made My Equation for Number Four with 4 boy winter kids because I am a boy.” Students could glue a model of their favorite equation in Math Journals. (There will be plenty of left over pieces for the smaller numbers.) Print extra copies of pages 13-14 for more pieces.

Since this is a repeated activity with the winter kids manipulatives, you could have students use the same pictures for several days. On the last day or 100th Day, cut the winter kids into strips and have students measure items in the classroom. K.MD.1.Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object.

This could also be used as a 100th day activity by having students try to find something in the class room that measures 10 strips long, 10 strips of 10 winter kids = 100 winter kids pictures. This is great practice for counting by 10s. I added 2 extra pages of the winter kids to cut into strips because my kids are going to LOVE this activity and I hope yours will too!

K.OA.3. Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or drawings, and record each decomposition by a drawing or equation (e.g., 5 = 2 + 3 and 5 = 4 + 1).

K.OA.4. For any number from 1 to 9, find the number that makes 10 when added to the given number, e.g., by using objects or drawings, and record the answer with a drawing or equation.

Bonus Activity
K.MD.1. Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object.

1.NBT.2c
The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones)
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